The novel Lord of the Flies by William Golding Essay Example for Free

The novel Lord of the Flies by William Golding Essay The novel Lord of the Flies by William Golding is a political satire on society. The butt of the satire is civilization at the time of the second world war. During this era, a civilized society goes to war and obliterates, maims, and kills. In this novel, Golding depicts destruction, killing, and fear as evil in the heart of man, and uses irony to elaborate on this theme. The novel begins with a plane crashing on an uninhabited island. We are not told the reason for this, but we can assume the crash was a result of events associated with World War II. The survivors of the crash are a group of boys who we know little about prior to the crash. The group of boys then attempt to create a functional society by using a system of rules and a chief. The story then revolves around the breakdown of the boys society. Piggy and Ralph meet up with each other after escaping from their shot-down plane. A large scar was made by the crashing plane in the untouched jungle, symbolizing the first of mans destruction on the island. A war is going on in the outside world, and now for the rest of the book, everyone on the island will be isolated from the real world and put into their own world. Throughout the book we are told of the scar, and it is clear to understand that the scar symbolises mans destruction and destructive forces The island is ultimately a natural environment untamed by man that holds the resources for the boys survival parallel to other life on the island. Golding tries to convey the island like a cage confining the boys and isolating them from the rest of the world. We are told in the story that no boy could reach even the reef over the stretch of water. This shows us that the reef is like a boundary that cannot be crossed by any inhabitant on the island. A major factor stopping the boys getting even close to the reef is between the beach and the reef: the snapped sharks waited. This information helps us comprehend there is no way out. Another device Golding uses to emphasise the boys isolation is metaphors the miraculous throbbing stars. The stars help us understand the boys isolation as they are surrounded by mystery and speculation but their reality can never be found because they are so far away and out of reach. We are told the boys response to this situation is that they were gradually made accustomed to these mysteries and ignored them. Even though the mysteries are ignored, this does not mean that they do not exist or does it? : Sometimes land loomed where there was no land. This shows us that however tangible some of the mirages may seem, they are not necessarily real. The island is not an obvious character or type of life but it demonstrates human qualities and characteristics through its description. The way Golding brings the island to life is mainly through personification and metaphors: The great rock loitered. The wind roared. A thunderous plume leapt half way up the mount. Sending at last an arm of surf up. This language help us visualize the island as a character more powerful than any life on the island, but it has different capabilities and communicates as a force opposed to a physical presence. Near the beginning of Lord of the Flies we can see the island as a paradise: The water was warmer than blood and the temperature even though a little hot is generally comfortable. Which shows us how generally the boys were happy on the island. This gives us an optimistic view towards the book: the air was bright. Later on the mood changes to a darker more cynical mood, which warns us of trouble to come. The sun transforms from a warm presence to an angry eye. This device Golding uses warns us in chapter nine that tension is rising between Jack and Ralph: Revolving masses of gas piled up the static until the air was ready to explode. Throughout Lord of the Flies Golding uses surrounding conditions to reflect the mood on the island. This device helps the island become integrated into the story as a character. The boys in the difficult situation they are presented with have different reactions to their surroundings. Their first experiences with the island prove to show a foreign unfriendly environment: All round him the long scar smashed into the jungle was a bath of heat. The metaphor bath of heat shows the area around the boys is humid and the destruction may be a message about how humans are in the centre of our planets destruction. This situation because it is so extreme brings out the boys characters immediately and shows their ability to cope with the situation. Ralphs first reactions are casual as he pays little attention to his surroundings, which may indicate he may not understand what is happening at this stage. He could also feel the island poses little threat to him and is in a safe environment. Piggy, however, seems to understand how serious his situation is and feels unsafe on the island we can see this from his attempts to start a conversation with Ralph and he makes suggestions to deal with the situation. I suppose well want to know all their names. At the end of Lord of the Flies the island is burning down and Ralph is being hunted down. The fact that the island is burning down could be suggesting the only thing we are going to achieve is the destruction of the planet if we keep on fighting and developing weapons of greater power. The boys near the end of the book describe the surrounding events as a game. This could be telling us that wars and destruction in modern society are just considered a game but really they are destroying our lives and people are dying. So when the boys were taken off the island the question arises were they really rescued, or just moved to the real world to aid the destruction of our planet. The irony of the final chapter can be viewed either way about if the boys were really rescued.

Multi Disciplinary Approach Case Study

Multi Disciplinary Approach Case Study Based on the information provided, what needs, risks and strengths can you identify in relation to the individual or family in the case study? How would you plan the assessment, including consideration of theneed for a multi disciplinary approach? Case study E: James Downing is 16 years old, white andlives at home with his mother, Sarah, her same sexpartner, Teresa, and his younger sister Joanne, who is 13 years. Jameshas no contact with his birth father, who left Sarah when she was pregnant withJoanne, but he does have a close relationship with his paternal grandparents,who live nearby. James has been in trouble with the police since he was 13years old, and has numerous convictions for care theft, possession of cannabisand ecstasy and for house burglaries. Sarah has asked a social worker to visither, since she feels that she can no longer cope with the situation and feelsthat the whole family is in danger of `fallingapart. Joanne is beginning to stay out at friends all the time and clearlydoes not want to be at home, where there are frequent arguments. Teresa worksin a very demanding job, involving a lot of travelling, and Sarah feels she isspending less and less time at home because of Jamess behaviour. Research published in Child Protection:Messages from Research (Department of Health, 1995 cited in Horwath, 2001)states that families often feel they lack control and autonomy when dealingwith social services departments. This becomes particularly problematic whenassessments focus on family weaknesses and disadvantages. Hence a holisticapproach utilising strengths and identifying need is required. This approachforms the crux of the Framework for the Assessment of Children in Need andtheir Families. Sarah has identified the family difficultiesand has requested support this is encouraging, suggesting commitment to thewell being of the family, and to change. It is important to highlight thisstrength to the family and emphasise that together we will work to build uponthis. James has a close relationship with hispaternal grandparents, adding to the family resilience and acting as animportant resource during periods of difficultly. Hence grandparents should beengaged with the planning of the assessment. The familys economic status is not clear;however there is at least one family member in employment. Traditionally thisis interpreted as a familial resilience factor. Awareness of differingperspectives is essential the nature of Teresas work and the effect of theemployment on the family as a whole is currently unknown and hence couldequally be viewed as a risk factor by the family. James has established offending behaviourand has been involved with illegal drugs in some capacity. Family and professionals will generally view this as risky behaviour; however it must beconsidered that criminal activity could be viewed as a strength within somesocial groups, hence it is essential to ascertain all points of view, withoutprejudgement and then consider ways forward together. There maybe risk linked to the lessening orloss of James attachment to Teresa as she is spending less and less time athome. Equally, there could be risk attached to the potential loss ofattachment between Joanne and James, as Joanne is stay(ing) out withfriends.and clearly does not want to be at home. The family is under a greatdeal of strain, and it seems Joanne and Teresa are coping with this by shiftingaway from the household. This gives some insight as to how the family functionsunder stress; this will need to be explored further with Sarah and Teresa to identify the processes that will ensure the family achieve theirdesired outcomes when faced with difficulties. James has no contact with his father, raising concerns around paternal attachment and possible negative life events/experiences due to separation. The assessment will need to explore how James and his family view this separation; again each may hold conflictingviews and this must be sensitively addressed. One must consider that the immediate family unit, the extended family and professionals may all have differing perceptions of families with same-sex caregivers; some view this as strength whereas others will see membership of a minority group as a risk. Family members themselves may negatively discriminate on the basis of sexuality. Prior awareness of the possibility of conflicting opinions will enable the worker to react thoughtfully and mediate effectively. The social worker should critically evaluate their own practice continuously, checking for assumptions, stereotyping and cultural bias. Preparation for the assessment should begin with ensuring an appropriate social worker is allocated. The team manager should consider the field workers knowledge and understanding of the issues pertaining to this particular family (for example youth offending, discrimination/oppression based on sexuality/gender, attachment issues etc), as well as ensuring the worker is an appropriate match in terms of race and gender. Once a suitable worker is allocated thecase, he/she will need to refer to all information gathered previously. This will prevent the family repeating sensitive information again, and will enable the social worker to identify gaps in information that need to be filled during the assessment. Assessments and subsequent care plans are more effective if the child and family feel empowered and involved throughout the process (Department for Education and Skills, 2001). Indeed this is a duty of any professional working with children as outlined in Article 12 of the United Nations Convention on the Rights of the Child: the child who is capable of forming his or her own views (has) the right to express those viewsfreely in all matters affecting the child, the views of the child being givendue weight in accordance with the age and maturity of the child The social worker must engage with James and his family at the outset, establishing how and where theassessment will be carried out, exactly what help is requested and identifying desired outcomes. As outlined in the Framework for theAssessment of Children in Need and their Families, the social worker andfamily should identify the relevant agencies to be involved in the assessment and ensure it is clear to all professionals and the family the precise role andpurpose of each professional. Advice and information will be sought by identifying all key informants, recording their details and organising aschedule to collect information from these people or organisations. The following would be a minimum essential list of informants: FamilyGP and other relevant health professionals Youth Offending Team Jamesschool/college Paternal grandparents Joannes school Prior to any interviews taking place, a list of essential questions should be drawn up to give structure and purpose to the meetings. Following these initial discussions, further interviews may beneeded with Connexions, local police, wider family, or other community groups, in order to build a comprehensive picture of the family. In planning any assessment, there should be a clear statement of intent, outlining the purpose, limitations and timescales of the assessment. This must be shared with the child and their family. For all assessments this will include the main principles of the Children Act 1989. The particular focus for this assessment should only be decided upon after further consultation with the James and his family. In what ways does the information provided in the case study raiseissues of power, disadvantage and oppression? You are asked to carry out an assessment of need? How would you attempt to work in an anti-oppressive way? Case study C: Razia Akhtar is a 26-year-old single woman, of South Asian Muslim origin, (although born is Britain) who is currently in hospital, following a rapid deterioration in her physical health. She has now been given a diagnosis of Multiple Sclerosis. Razia lives alone in a small terraced house, and is very keen to return home as soon as possible. Her older brother and his wife, Mohammed Khan and Shanaz Begum, who live on the next street, have suggested that she moves in with them, but she is very reluctant to do so. The hospital staff feel that Razia is being very unrealistic about her future, and that she needs to come to terms with the fact that she willbe dependent on others for the rest of her life. Her present condition is such that she will need quite a high level of personal  assistance, with someone to get her up in the morning and help her to bed at night. The hospital based social worker is asked to carry out an assessment to determine Razia needs once she is discharged from hospital. Power describes the capacity to influence or control people, events, processes or resources (Thompson,2003, pg 152). If utilized in a negative fashion, power can be a significant barrier to equality and lead to oppression and disadvantage. Imbalances of power can manifest in a variety of social work situations; in this case study there are potentially a multitude of disparities of power, which require critically reflective practice to ensure equality and empowerment are promoted. When debating issues of oppression and disadvantage, we must consider the process leading to it negative discrimination. Negative discrimination is defined by the identification of negative attributes with regard to a person or group of people (Thompson 2003). Generally negative discrimination relates to social and biological constructs and can be based upon sexual orientation, gender, class, race, disability, age and so on. Negative discrimination creates the circumstances that give rise to oppression, which is defined by Thompson (2001) as: inhuman or degrading treatment of individuals or groups; hardship and injustice brought about by one group or another; the negative and demeaning exercise of power (pg 34) In relation to Miss Akhtar, we should consider the power that is implied through hospital staff having superior medical knowledge, skills and expertise in relation to Miss Akhtar. From the case notes provided, it appears that current thought relating to Miss Akhtars long-term care is based upon the medical model; the impairment is seen as the problem and her dependence is emphasized (Adams et al, 2002). Thompson(2001) says social work should take a demedicalised stance and look past thepathology, utilizing the social model of disability as described by Adams et al (2002). The social model suggests Miss Akhtars needs should be considered in a much wider context, ensuring her social and mental health are given equal consideration to her medical needs. Viewing societal constraints as the problem and not the individual creates the frame of mind to consider how to remove barriers to mainstream social, political and economic life. The social worker should liaise with Miss Akhtar and look t owards an solution-focused (not impairment-focused) care plan where by within the assessment, barriers are identified and solutions sought collaboratively, utilizing Miss Akhtars strengths. Miss Akhtar has an autoimmune degenerative disease and again, it is well documented that individuals with physical disabilities are more likely to be subjected to oppressive practices. Dehumanizing and medicalised language can result in a loss of esteem and a sense of disempowerment for the physically impaired service user. This can be prevented by avoiding jargon and providing lots of opportunities for questions and open discussion when working through the assessment with Miss Akhtar. Professionals should continually check themselves for use of infantilizing language andensure they engage in mature, adult discourse with Miss Akhtar. Miss Akhtars religious and cultural needs should be explored and understood as central part of the assessment. These needs must be identified as quickly as possible, to ensure the worker can besensitive to Miss Akhtars Islamic or other customs, without making cultural assumptions. Karmi (1996) examines the Islamic emphasis on modesty; hence the worker should consider with Miss Akhtar the extent to which her modesty should be preserved throughout the assessment. It should be explored if Miss Akhtar would prefer female medical staff and social care professionals only to be involved in the assessment and clear guidelines should be established around preservation of modesty and the practice of physical examinations. It is accepted in many Muslim communities that the most senior male of the family will take responsibility for a female relatives care. Hence it is possible there may be an imbalance of power between Miss Akhtar and Mr. Begum, dependent on their personal beliefs and how far these correlate with each others religious and cultural ideals. If there is a difference in these ideals, the social worker should strive to empower Miss Akhtar by discussing choices and involving a culturally matched advocate if Miss Akhtar desires, in order to mediate within the family. This must be managed sensitively, as Miss Akhtar, Mr. Begum and the social worker may all hold very different views regarding patriarchal hierarchies. The diversity of these views should be acknowledged and respected within the assessment. It is important to be aware of ethnocentrism, as described by Thompson (2003), whereby situations are viewed from the norms of a majority culture and those values projected onto the minority. T his can be countered by critically reflective practice, which will promote consciousness of power and oppression, leading to a decreased likelihood of the worker making inaccurate ideological inferences. Discrimination and oppression can arise through an imbalance in the distribution of financial or other material resources. This is a concern in this case study as Miss Akhtars economic status prior to her illness is not clear. Miss Akhtar may experience barriers in accessing the same level of financial resources as previously. Hence the social worker and potentially Mr. Begum could be in positions of power as they are likely to have control over the allocation of resources. This should be countered by being very open with Miss Akhtar and avoiding closed decision-making and mystery. Again, this promotes equality as it avoids welfarism, whereby it is assumed the Miss Akhtar requires welfare services dueto her disability (Thompson, 2003). Due thought must be given to use of language and culturally biased humour throughout the assessment. Miss Akhtaris an ethnic minority in the UK; as such Thompson (2003) states discriminationcan occur at personal and cultural levels. It is the role of the social workerto critically reflect on their personal prejudices, which could lead to discriminatory stereotyping. Personal discrimination is enveloped by inequity at a cultural level, whereby ethnic minorities, and hence Miss Akhtar, maybe subjected to a general felling of not belonging and polarization, by the use of culturally-specific language and humour. A central theme throughout these case studies is the need to put the service user at the heart of all planning, decision-making and reviews. Care packages imposed upon users will be ineffective; users must be enabled to help themselves, whilst the social workertakes every opportunity to stand in the users shoes and see life from thetheir perspective. References Adams, Robert et al (eds) 2002 CriticalPractice in Social Work. Basingstoke, Palgrave. Great Britain (1989) Children Act 1989(C41). London, Stationery Office Department for Education and Skills (2001) Learningto Listen: Core principles for involvement of Children and Young People. Availablefrom: www.dfee.gov.uk/cypu Department of Health (2000) Frameworkfor the assessment of children in need and their families London, TheStationary Office. Horwath, Jan (eds) 2001 The ChildsWorld: Assessing Children in Need. London, Jessica Kingsley Publishers. Karmi, Ghada (1996) The EthicalHandbook: A Factfile for Health Care Professionals. Oxford, BlackwellScience LTD Thompson, Neil (2001) Anti-discriminatoryPractice 3rd Ed. Basingstoke, Palgrave. Thompson, Neil (2003) PromotingEquality: Challenging Discrimination and Oppression 2nd Ed. NewYork, Palgrave United Nations (1991) United NationsConvention on the Rights of the Child (online). Available from:http://www.unicef.org/crc/fulltext.htm

Maintaining Diversity in a Workplace

Maintaining Diversity in a Workplace In this review I am going to show how different public services have different methods of services so basically, this written opinion will show information about different methods used in the public services to make sure that they have a many different kinds of people or things all the workers in a company or country. I will gather some of the information, on workplace such as; policies and procedures, bullying and teasing and threatening over and over again in a mean way in workplace etc. In the public services there are different methods on how they can place certain policies and legislations in place with the government to make sure that services meet the standard needs of the public within matters of health and diversity. To meet these requirements, services have their own procedure and methods that are normally mentioned in the service policy so that can deal with their problems when they have any. Some of the organizations or services can be quite fixed on how to create their style of diverse workforce; I think they do that so that different groups of people that work with them can enjoy their work. Services also show they have an equal diversity by having a variety of religious meals that it can have a certain standard to those who are religious or any other such as vegetarian or diet meals, but not everything has to be about meals when some of the services provides things like prayer rooms or a room that can be used to concentrate and forget about everything else. Rooms that have been there and always will be there would be such things like toilets and changing rooms for male and female. In recent years the most services forbid woman to be either in the front line or to be alone when on patrol now the police service are trying to recruit more female officers as well as more people from minority groups with an aim to have a more many different kinds of people or things all the workers in a company or country who can relate more to the public. Not so long ago, it has been brought up that there is still institutional treating people badly or unfairly because of their race within the Police force, this, as well as many other reasons such as negative making prejudiced mental pictures, informal bias and ideas you think are true from related to a group of people with the same race, culture, religion, etc. minority groups themselves are reasons why people from minority groups are less likely to join. The Police have introduced some ways to try and create a more many different kinds of people or things all the workers in a company or country. Some of these methods include, improving the data collected on the age, male/female status, family and cultural characteristics, race and disability of their members so that these can be analyzed and tested/evaluated to see which areas are weakest and need strengthening to make sure that the officers reflect and relate to the community they are working in. Another way according from this source (Simpleask.co.uk) is positive advertising, for example, the Could you? series of actions to reach a goal which is the polices national putting something into use series of actions to reach a goal which once set up, the police received expressions of interest from nearly 100,000 people, 40% of whom were found to be women   They set up targets regularly for the different areas to recruit and keep/hold related to a group of people with the same race, culture, religion, etc. minority officers and females. In 2003 The City-based Police decided to allow foreign nationals to sign up to join the police force for the first time to help meet related to a group of people with the same race, culture, religion, etc. putting something into use targets due to being told that 25% of its all the workers in a company or country had to include people from minority backgrounds. Since then the police have been working hard to create a more many different kinds of people or things all the workers in a company or country. The police also have been doing different kind of searching; police officers that stop and search are now searching their kind of gender

Informative Essay: Punk rock -- essays research papers

Punk music is usually defined by power chords, raw vocals and high energy performance. Punk rock is the best music ever created. It is, in short, a thinking man’s rock music. And to some, it’s like God himself ordained punk rock as His preferred music of choice. Why? Because it’s just that good. Hundreds of faithful teens and twenty-something adults pack themselves into basements shows like sardines in a tin, just to have their holy gospel delivered to them by guys with names like â€Å"Johnny Rotten,† â€Å"Justin Sane† or â€Å"Davey Havok.† Punk rock is the best musical style for numerous reasons. The reasons might seem simple, but the difference between punk and mainstream music is that punk is just better. It’s clever, thoughtful and passionate. On the other hand, Brittany Spears and the rest of the MTV pop brigade are just dull, witless morons trying to see who can be the biggest whore on television.   Ã‚  Ã‚  Ã‚  Ã‚  Punk is written with a purpose. A message is behind every heartfelt yelp and strain of the vocal chords. Lyrically, it is about more than just a high school romance. It deals with real issues in an honest fashion. The punk movement began in England as a medium for overly zealous political patrons to preach their messages of anti-conformity and anti-government to the faithful gathered at their shows each night. In their first single, â€Å"God Save The Queen,† The Sex Pistols were telling the youth of England that the Queen was a fascist and inhuman. The Sex Pisto...

Jane Eyre - Woman as Demon Essay -- Jane Eyre Essays

Jane Eyre - Woman as Demon Missing Works Cited Women in Victorian literature often came to be seen as "the other" or in more direct terms, as somehow demonized. This is certainly true in Jane Eyre. Bertha Mason, Rochester's mad wife, is the epitome of the demon in the attic. By virtue of being the first wife she is in continually compared to Jane. Although there are parallels in plot and language between the two women, they are completely different people. In addition, Bronte also depicts other women throughout the novel as something to be feared. Whereas earlier in English literature, men were typically depicted as monsters, in the nineteenth century women came to be seen as threatening creatures. They entrap men through their sexuality and then reveal their true demon-like natures. Just as Jane is the angel in the house, Bertha represents her opposite--the demon in the house. Jane is a sober, sturdy Englishwoman of scrupulous morals. Bertha Mason, even before she goes mad, is depicted as an excitable foreigner of unacceptable values descended from a family of lunatics and idiots. She is shown as the exotic temptress whom Rochester cannot resist. He tells Jane: She flattered me, and lavishly displayed for my pleasure her charms and accomplishments. All the men in her circle seemed to admire her and envy me. I was dazzled, stimulated my senses were excited; and being ignorant, raw, and inexperienced, I thought I loved her (332; ch. 27) Bertha's behavior is diametrically opposed to Jane's. Jane does not flatter Rochester or over-stimulate his senses. Bronte is presenting readers with an ideal relationship as Jane and Rochester's marriage is not based on flirtation or lust alone. Bertha Mason is depicted as an Eve-li... ...od-tempered, and well-principled" (475; ch. 38). Thus, it is only through Jane's help and a proper English school that Adele ceases to be the exotic seducer. Many women in nineteenth century literature were depicted as demonized or something to be greatly feared either because of their sexuality or their resulting madness. Often times, these women were stereotyped as the "exotic other," such as Adele and Celine Varens. This is also true of Bertha Mason, Rochester's Creole wife, who has become a prisoner in the attic because of her madness. Bertha is often compared with Jane because of similar plot twists, but they are clearly intended as opposite characters. Because of Bertha's lax moral system she becomes prey to her own excesses. She suffers from moral madness which results from her lack of morality, and she is now depicted in all her brutish, vicious nature. Jane Eyre - Woman as Demon Essay -- Jane Eyre Essays Jane Eyre - Woman as Demon Missing Works Cited Women in Victorian literature often came to be seen as "the other" or in more direct terms, as somehow demonized. This is certainly true in Jane Eyre. Bertha Mason, Rochester's mad wife, is the epitome of the demon in the attic. By virtue of being the first wife she is in continually compared to Jane. Although there are parallels in plot and language between the two women, they are completely different people. In addition, Bronte also depicts other women throughout the novel as something to be feared. Whereas earlier in English literature, men were typically depicted as monsters, in the nineteenth century women came to be seen as threatening creatures. They entrap men through their sexuality and then reveal their true demon-like natures. Just as Jane is the angel in the house, Bertha represents her opposite--the demon in the house. Jane is a sober, sturdy Englishwoman of scrupulous morals. Bertha Mason, even before she goes mad, is depicted as an excitable foreigner of unacceptable values descended from a family of lunatics and idiots. She is shown as the exotic temptress whom Rochester cannot resist. He tells Jane: She flattered me, and lavishly displayed for my pleasure her charms and accomplishments. All the men in her circle seemed to admire her and envy me. I was dazzled, stimulated my senses were excited; and being ignorant, raw, and inexperienced, I thought I loved her (332; ch. 27) Bertha's behavior is diametrically opposed to Jane's. Jane does not flatter Rochester or over-stimulate his senses. Bronte is presenting readers with an ideal relationship as Jane and Rochester's marriage is not based on flirtation or lust alone. Bertha Mason is depicted as an Eve-li... ...od-tempered, and well-principled" (475; ch. 38). Thus, it is only through Jane's help and a proper English school that Adele ceases to be the exotic seducer. Many women in nineteenth century literature were depicted as demonized or something to be greatly feared either because of their sexuality or their resulting madness. Often times, these women were stereotyped as the "exotic other," such as Adele and Celine Varens. This is also true of Bertha Mason, Rochester's Creole wife, who has become a prisoner in the attic because of her madness. Bertha is often compared with Jane because of similar plot twists, but they are clearly intended as opposite characters. Because of Bertha's lax moral system she becomes prey to her own excesses. She suffers from moral madness which results from her lack of morality, and she is now depicted in all her brutish, vicious nature.

Bvaria

Even after university studies, it is not always easy for refashions to stay up-to-date and at the same time trust their existing expertise. Professionals also have to be prepared to switch Jobs, get used to new working environments and stay flexible. And finally they have to deal with high expectations and the pressure to perform. Of course there are different programmer to choose from at EVIL Wakening, and one student is different from another. But many of you aspire to become professionals often in an international context, and you will come across the situation as described above. Nice you all. So what else do you have in common? You will ark with other people (colleagues, clients, commissioners) and you have to relate to them in one way or another. That means communication is central. English is crucial: you now need to learn to use spoken and written English, so that it becomes natural to you to work and learn in that language. You will need to act professionally, that means you need to show certain professional behaviors and a ‘grown-up' attitude. Other people need to rely on you and your sense of responsibility.You have to learn right (career) choices in life, and do things as well as you can without underperforming or overstretching yourself. This is why we try to prepare you for a professional career, so that you can be confident that upon graduation, you a have more than sufficient skills and knowledge, as well as the right attitude, to work in such changing environments, whilst keeping your head cool. So that, wherever you are and wherever you work, you are aware of the things that you still need to learn, but also of the things that you are good at and that you can rely on.And that whatever happens, you are prepared to find out and communicate with other people about what is needed. Whether you are working as an employee or perhaps later, in more senior position, managing others. In more formal terms, the goal of working on your competences F and G is therefore to develop students' abilities to communicate and collaborate professionally in an international context, and to engage in a process of developing themselves professionally. This is done through a combined programmer of Mentoring, Training and English sessions. In the first two terms of year 1, we take the first steps towards that goal. 1. 2 General Content The study unit is offered through a combined programmer of Mentoring, Training and English sessions. Mentoring: Topics Performance and study progress of student Professional orientation Wellbeing of student Description Monitoring of study progress and support of the individual student in relation to her/ his personal and professional behavior and development. The mentor (a staff member from the Course Programmer) supports professional orientation: at the end of term 2 in the choice of major.Training: Communication, feedback (inch. Peer assessment skills) Teamwork, Task process and team process, exercises) Refle ction Planning work and study skills Three training sessions per term in order to start understanding the above mentioned topics and begin to demonstrate skills and use tools that are practiced in the sessions. English: pre-test level 82 CHEF vocabulary acquisition listening and reading Academic Purposes Description Six sessions per term in which students first do a preliminary test.Students are instructed on vocabulary acquisition, and have the opportunity to write practice papers during the term targeted on specific purposes. Sessions further emphasize on writing skills. In addition, students practice text analysis & reading comprehension with (critical) analysis. Please note that for the English sessions there is a separate annual. 2. Competences and Learning objectives 2. 1 Competence and level This study unit develops two very related competences, which are offered for students of all Bachelor programmer of EVIL in a generic way.Competence F: To communicate in an international setting Competence F is a very broad competence encompassing spoken and written English, developing skills such as listening, presenting, interviewing, writing, working in teams effectively. It is focused on communication in the professional international setting and at times this also touches on interpersonal (life) communication skills too: egg fleeting, giving and receiving feedback, cross-cultural understanding. At higher levels the practice and understanding of similar qualities may be repeated but in more complex situations, or in a different role, egg as a manager, advisor etc.Competence G: To develop professional behavior Competence G is all about learning to adopt an attitude needed for a professional: taking responsibility, performing according to your abilities and qualities, being able to adapt to the circumstances, including handling cultural differences. This includes knowing yourself well with your strengths and weaknesses, acting upon those nakedness egg by setting l earning goals for yourself. Again, the focus is on qualities needed for a professional attitude but these qualities are never far from more general life qualities, egg setting priorities, making choices.It is obvious that professional behavior is often very much integrated with communication (so with competence F) and therefore the two competences are usually mentioned together. In the first year of studies these competences are offered at level 1: Please be reminded that for the English sessions there is a separate manual. 2. 2 Learning objectives The objectives for this study unit (terms 1 and 2 of year 1) are as follows: Students show knowledge and understanding of interpersonal professional communication, and of the importance developing these competencies for their studies at EVIL.Students show reflection skills focused on their teamwork experience and begin to use different instruments to study effectively, to communicate and develop professionally. Students begin to feel at e ase with using the English language on a daily basis and learn to use it correctly and independently in a professional and academic context both in verbal and written forms. Level of English is based on the Common European Framework of Reference (CHEF), year 1: Bal for reading, listening, 2. Professional role The relevance of what students learn in this study unit is that it gets them started in their studies and the way of studying and learning at EVIL. This includes how to get to grips with a task as a team. Besides teamwork, we also wish to train students in becoming reflective about the quality of their (team) work: how did it go? What was my role? What did others do? How could I do better next time? In many professional situations team work is a key feature of day to day work and by starting to do this early on, we intend to train students thoroughly.We use the same teams that work together on assignments for other study units. 3. Learning methods and Learning activities 3. 1 G eneral outline Generally speaking there are 3 methods of teaching and learning in the study unit Professional Behavior and Communication, and they complement each other. On Blackboard you will find an overview of different activities related to the first and second term of BBC under the name Timeline BBC. Mentoring: Mentoring means the monitoring of your study progress and supporting you as an individual student in relation to your personal and professional behavior and development.The mentor is usually a staff member from your Course Programmer and will also support you in your professional orientation, for example at the end of term 2 in the choice of major. In the mentoring time, you have individual meetings with your mentor. In several cases you have to prepare yourself for such meetings, for example by writing something in advance and by placing it on your own digital space on Blackboard. Usually your mentor will meet her or his group of mentoring students (10 students) all tog ether, in the first or second week of each term.After that, 2 individual meetings will be held each term and you and your mentor have to arrange for this. Training: Each term, three training sessions (of 3 hours each) are held. These trainings are interactive group sessions, where a lot of communication skills and certain tools are being practiced and discussed, and real-life situations are simulated. Your trainer is a specialized communication trainer and he or she will not be afraid to challenge you ND invite you to go Just a little further than what you normally do. Trainings are often fun but of course it is all about very serious and real competences to be developed.In several cases you have to prepare yourself for your training, for example by self-study (reading or writing something in advance) and bringing examples from your own experience to the training room, and/or by placing something you have written on your digital space on Blackboard. English: programmer of self-study as instructed in the separate manual. At the beginning of the first term students do a preliminary test. Students are instructed on vocabulary acquisition, and have the opportunity to write practice papers during the term targeted on specific purposes.Sessions further emphasize on writing skills. In addition, students practice text analysis & reading comprehension with (critical) analysis. Please be reminded that for English there is a separate manual. 3. 2 Supporting lessons Mentoring programmer Term 1 1 . Plenary introduction to BBC by the co-ordination: What is BBC, meaning of competences F Pathway of year 1 focusing on BBC Important tips (use of your digital space on Blackboard, prepare for your sessions) 2. Group meeting with your mentor: Getting to know your mentor and each other Submitting your c.v. and portrait 3.Two (2) individual meetings with mentor: Discuss progress and difficulties: study skills, team work Term 2 4. Study Abroad Event in week 1 5. Group meeting about c hoice of major and placement (with mentor or otherwise) 6. Two (2) individual meetings (or 3 very short ones) with mentor: Discuss results of first term, discuss reflective report written for assessment term 1 Discuss progress and difficulties: study skills, team work Training sessions 1 . Introduction to communication and Team work l: What is communication and why is it so important?What is the scope that we have in these trainings? What is Team work? The 3 aspects of team work: Product (or task), Task process, Team process. In this term we'll focus on Task process: the ‘hardware' of the collaboration process, or the procedures and steps involved. Practicing with task process (exercise in class). How to make sure to use this in your term team assignment? 2. Study skills: Discussing and practicing different skills: Planning, preparing, reading books, writing an action plan, summarizing, repeating, asking questions. Discussing experiences with teamwork during the term.Tips for improvement. 3. Reflection I and Practice for assessment: What is reflection and why should we reflect? Report. Practicing the procedure for the assessment. Term 4. Teamwork II: Looking back in plenary on Task process in 1st term. Lessons learnt Repeating 3 aspects of Team work, now focus on Team process: the ‘software' of collaboration. Exercise with team work, focusing on team process 5. Face to face communication skills: Discussing and practicing different skills: listening, summarizing, asking questions, rephrasing, non-verbal reactions.Feedback: rules of giving and receiving feedback, Shari window. 6. Preparing for a Personal Development Plan: Using a format for a PDP Formulating SMART: what is it, why is it important. Practicing the use of the format in a SMART way English sessions Be reminded that for English there is a separate manual, giving you all the details of the lessons and preparations needed. 3. 3 Assignments On Blackboard you will find an overview of differen t activities related to the first and second term of BBC under the name Timeline BBC.In this ‘Timeline' you also find products that we expect you to submit or upload on your digital space in Blackboard. In summary the assignments for mentoring and training (not including English) are as follows: Week 1 – Initial choice of major – for mentor, major co-ordination and programmer co- ordination. Week 2 – Submit your c.v. and portrait by uploading on your digital space on Blackboard – for mentor. Not marked Week 8/9 – Write reflective report for assessment. Exact deadline to be communicated by trainer. Upload on Blackboard – for assessor to be marked, also visible for mentor. Term 2End of week 8 – Write and submit Personal Development Plan including initial choice of major and an image of your ‘dreamed' first placement. Upload on Blackboard – for mentor, also visible for trainer. Not marked, but will be subsequently disc ussed with mentor at the beginning of term 3. In addition to the above, you are strongly advised to prepare for the individual mentoring meetings by thinking about how you are doing study-wise, what needs your special attention, what should be discussed with the mentor, This may also include writing down a number of points. 4. Examination 4. 1 General outlineFor this study unit, two partial examinations are organized, WAGE PAW (40%) and WAGE PAW (60%), together providing the final grade for this study unit. Together the two exams need to have a weighted average of 5,5 to pass the study unit (of 5 SEC). Examination in term 1 Type of assessment: team meeting (week 7 or 8), individual written paper (week 8/9) In week 7 or 8 a team meeting is organized for the team that worked together during term, under guidance of the trainer, in which a ‘peer assessment' is carried out, with a duration of 45 minutes total. Immediately before this team meeting, students get 30 minutes to prepare individually.The peer assessment discusses task process (procedures, road map, methods) and team process (task sharing, team meeting skills, communication skills). Afterwards, at home, students write an individual reflection paper (based on a format) about teamwork during the term and taking on board the feedback from peers. Paper is marked. The procedure of the peer assessment will be practiced during one of the training sessions. WAGE PAW â€Å"Writing a formal paper† Examination in term 2 Type of assessment: written exam The written assessment takes place in a computer room on a stand-alone computer, o students can only use Word.Students are allowed to bring dictionaries and grammar reference books, which are clean (no notes inside) and may be inspected by the supervisor. Students get a writing assignment at the start of the assessment and then write a paper (memo, letter, report, proposal, essay) of about 350 words in 120 minutes. Topic of the paper is only known in the exam room. Paper is assessed on English proficiency using criteria such as accuracy of grammar and vocabulary, mindfulness of organization and structure of paragraphs, and awareness of style and audience. 4. 2 Criteria and gradingWAGE PAW â€Å"Reflecting on team work† Bottom mark: 5 Weighing: 40% Marking criteria: Student is capable of writing a 750-1000 words reflective paper, in which the opinions of others are compared with those of self. Student uses the offered format for reflection. Student selects relevant situations and can formulate appropriate reflection questions about these situations. Student draws conclusions and lessons learnt. Weighing: 60% Students can write an accurate, formal paper Students start becoming aware of and are capable of applying basic rules of paragraphing and layouts of different types of professional and academic comments.Students start becoming aware of differences in formal and informal writing styles Students start increasing their corpus of active vocabulary in both writing and speaking. Together the two exams need to have a weighted average of 5,5 to pass the study unit (of 5 SEC). 4. 3 Resist A partial examination has to be retaken when the grade is lower than 5. When both partial exams are 5 or higher but the weighted average is lower than 5,5, the student can choose which exam to resist. Both partial examinations can be retaken in the term following the normal assessment moment.

Reasons for inefficiency in monopolies Essay

1 Reasons for inefficiency in monopolies 1. 1 Monopolies and pricing A monopoly prices its products where marginal costs meet marginal revenues to maximise profits. Due to the fact that this price is higher than the market price in perfect competition, many consumers are not able or willing to buy at the higher price. This deadweight loss is an allocative inefficiency. Figure 1: Pricing in monopolies and perfect competition The consumer surplus in perfect competition is 1+2+4, and the producer surplus is 3+5. The consumer surplus in a monopoly is 1, the producer surplus is 2+3, and the deadweight loss is 4+5. 1. 2 Monopolies and productive efficiency In theory, a monopoly does not have to be less (productive) efficient than perfect competition. In reality, however, almost all monopolies tend to be inefficient. This may be for the following reasons: 1. 2. 1 Pressure for productive efficiency In perfect competition the price within an industry is determined by the market, or in other words, by demand and supply. Profit maximisation is achieved where the marginal cost curve intersects the demand curve (see figure 1). This means that in perfect competition, the company maximises its profit at the minimum point of its average cost curve. A company in a perfectly competitive environment tries, therefore, to be as efficient as possible in order to meet the minimum average cost. This causes a lot of pressure to achieve productive efficiency. A company in a monopolistic environment is able to change not only its cost, but also its prices. There is far less pressure for productive efficiency. 1. 2. 2 Diseconomies of scale A monopoly may increase its output to the point where it exceeds the minimum point of cost on its long-run average total cost curve. In this case, diseconomies of scale occur. 1. 2. 3 X-inefficiency. In perfect competition, X-inefficiency of one market participant will have almost no influence on the market and the market price. X-inefficiencies in a monopoly increase cost and, therefore, price. X-inefficiencies are more likely in monopolies because there is no benchmark to monitor the performance of management and less pressure from shareholders and markets. 1. 2. 4 Principal Agent There are no benchmarks and most shareholders and regulators do not have the insight into the company to evaluate management. 1. 2. 5 Case study: Deutsche Post AG (DPAG), Germany. The privatisation of most regulatory monopolies during the last few decades shows that competition decreases costs: Figure 2: Deutsche Post AG: Postal items delivered and employees (FTE) 1999-2005 The Deutsche Post AG lost its monopoly on the delivery of letters over 100 grams in 1998 and on the delivery of letters between 50-100 grams in 2005. From 1999- 2005, employees were reduced by 16% despite the fact that the total number of items delivered increased by over 3%. This means that during the monopoly the DPAG had a lower productive efficiency, delivering fewer items with more people and higher costs.